ACP Portfolio - LSC Spring 2020

to introduce the topic of study in an interesting manner. Tenkai (展開),
which means “deployment” or “rollout”, is the equivalent of the OPPP
part of our BOPPPS model without an emphasis on Pre-Assessment. I
am now thinking how to incorporate the “first P” into my lesson plans.

I think the subject I gained the most knowledge about is Technology in
the Class. Of course, prior to joining the ACP, I regularly used a
computer to display class materials, but hadn’t incorporated technology
in the form of games, polls or memory quizzes, etc. I have now
thoroughly embraced Kahoot!. I used Kahoot! to make a poll as part of
my “Welcome Back to Class” on the first day returning after our long
break. In the two-question poll, students were asked, “Are you happy
be back to this class again?” with multiple choice replies such as
“Absolutely”, “I’m getting used to watching Netflix”, and “I plead the
5th Amendment.” The second question asked, “How many hours of
Japanese did you study during the break?” with multiple choice replies
such as “Not one bit” and “Twenty hours or more.” As you can see,
the poll was designed to be a fun icebreaker to bring the students back
together after our long interruption. I’ve enjoyed learning about
opportunities to include various teaching apps into my lesson plans; I
wish our ACP class on Technology was not cancelled as a result of the
CoVID-19 issues.

I also gained insights in the writing assignments and related
requirement to comment on other classmate’s writings. These

exercises provided an opportunity to understand the everyday
challenges other teachers face, some similar to mine and others very
different. I learned so much from the other members of our class.

I recognize how incorporating various teaching apps that we’ve
covered in the ACP course can help engage students and make their
learning experience more memorable. As previously mentioned, I’ve
embraced Kahoot! because it’s quite easy to create. So far, I’ve
made 10 Kahoot! games/quizzes to use through the end of the
semester, including a poll, Pre-Assessment quiz, Participatory Learning
game, and Post-Assessment quiz. During the break from classes, I
maintained contact with my students. I sent them a link to NHK World
“Easy Japanese” video lessons. I also found that someone had
previously made vocabulary flashcards in Quizlet for the same textbook
my classes uses, so I sent links to my students and recommended they
refresh their memory using these ready-made tools.

I believe the ACP course has made me more effective in a number of
ways. I’ve been inspired to try new things. I’ve learned about so
many effective teaching apps that I can now incorporate into my lesson
plans. I’ve learned more about my Millennial students and consider
their mindset as I plan how to teach them, especially now with the
challenges we all face in light of the CoVID-19 issues. I’m already
thinking about next semester’s syllabus format. And, while WebEx
meetings weren’t part of the ACP coursework, I will find a way to keep

that in my “bag of tools” next year and the future, perhaps for office
hours.

As for new professional development opportunities, I would like to learn
more about the generation of students that I am now teaching…mostly
Gen Z today. Insight into how they think and what’s important to them,
in general, would be useful, I believe. I’d also be happy to participate
in workshops with other teachers to discuss best practices in foreign
language instruction.

No one can deny that this semester has been a challenge! Our weeks
long interruption caused by the coronavirus pandemic was one type of
challenge, but I was challenged by the ACP course and came through
with greater understanding of teaching our Lone Star College students
and the knowledge and tools to do a better job.